Exploring Student Experiences with Task-Based Learning and YouTube-Mediated Peer Evaluation: A Basic Qualitative Study in English for Business Course

DOI

10.2991/978-94-6463-882-0_3How to use a DOI?

Keywords

Business English; English for Business; Peer Evaluation; Self-Efficacy; Task-Based Learning

Abstract

Despite growing interest in technology-enhanced task-based learning, limited research examines how students experience peer evaluation through social media platforms in ESP contexts. This basic qualitative study investigated how business students perceived and navigated their learning journey through task-based learning integrated with YouTube-mediated peer evaluation in developing speaking skills and self-efficacy. Following Merriam and Tisdell’s (2016) framework, this study explored the lived experiences of 30 second-semester students enrolled in English for Business at Politeknik Negeri Bali. Data were collected through interviews, focus groups, and reflective journals after students completed 8 sessions of task-based speaking activities with YouTube peer evaluation. Thematic analysis identified emerging patterns. Four themes emerged. First, Digital Vulnerability and Growth revealed students’ initial discomfort with public video sharing, gradually transforming into acceptance of digital visibility as professional preparation. Second, Peer Evaluation as Double-Edged Support captured the complexity of receiving and giving feedback, where students experienced simultaneous anxiety and empowerment through peer assessment. Third, Task Authenticity and Engagement demonstrated how business-oriented tasks fostered meaningful language use, with students recognizing direct connections to workplace communication. Fourth, Evolving Self-Efficacy illustrated progressive confidence development, where repeated cycles of performance, evaluation, and reflection built cumulative speaking confidence. The findings suggest that integrating task-based learning with YouTube peer evaluation creates dynamic learning ecosystems where public performance anxiety transforms into professional readiness. This approach facilitates the development of linguistic competence alongside digital communication skills essential for modern business contexts. ESP educators should consider this integrated model for cultivating both language proficiency and professional digital presence.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ni Ketut Suciani
AU  - Yulia Tria Hapsari
AU  - Putu Sandra Putri Astariani
AU  - I Putu Yoga Laksana
PY  - 2025
DA  - 2025/11/14
TI  - Exploring Student Experiences with Task-Based Learning and YouTube-Mediated Peer Evaluation: A Basic Qualitative Study in English for Business Course
BT  - Proceedings of the International Conference on Sustainable Green Tourism Applied Science - Social Applied Science 2025 (ICOSTAS-SAS 2025)
PB  - Atlantis Press
SP  - 13
EP  - 22
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-882-0_3
DO  - 10.2991/978-94-6463-882-0_3
ID  - Suciani2025
ER  -